Social Problem Solving Research Articles

Resilience Theory and Wicked Problems

This Article posits, first, that resilience theory offers important insights into our understanding of wicked problems and, second, that to understand the value of resilience theory to wicked problems, we should start by going back to the context of Rittel’s and Webber’s 1973 delineation of the ten characteristics of a “wicked problem.” Rittel and Webber were in fact among the vanguard of researchers beginning to articulate the realization that social and ecological systems — now social-ecological systems, or SESs — do not follow the predictable and mechanistic rules of Newtonian physics. As a result, SESs do not yield, at least not over the long term, to engineering-based “solutions” designed to satisfy contemporary priorities and desires. Instead, like resilience theorists, although lacking resilience theory’s vocabulary, Rittel and Webber acknowledged that change is the norm for both social and ecological systems and that the realities of complex adaptive social-ecological systems make “once and done” planning and management impossible. In re-reading Rittel and Webber almost 50 years later, however, it becomes useful to pull apart the blending of social capriciousness and ecological panarchy that for them together added up to “wickedness” in social problem solving. Social capriciousness — the fact that social priorities and desires can both evolve over time and flip in response to political events such as elections — has become the far more accepted component of “wickedness”; few anymore expect social “solutions” to persist indefinitely. However, that same acceptance of continual, often unpredictable, change has not yet translated to the ecological side of wicked problems — which is precisely why resilience theory can help 21st-century citizens to formulate more productive approaches to those problems.

Predictors of Depressive Symptoms in Heart Failure Caregivers.

Heart failure is a serious and complex chronic illness and family caregivers often assist these individuals in performing self-care. Unsurprisingly, caregivers often are overwhelmed by daily activities associated with heart failure management and frequently have depressive symptoms. This study examined predictors (i.e., sociodemographic and clinical characteristics, social support, social problem-solving, family functioning, and objective and subjective burden) of depressive symptoms in 530 informal caregivers of individuals with heart failure in a large cross-sectional, descriptive study in the community. Younger caregivers who provided care for longer periods of time, lived in rural areas, and had less social support and lower problem-solving skills were more likely to have depressive symptoms. These findings emphasize the need for further studies to develop dynamic and innovative approaches that incorporate multiple components to lessen caregiving challenges. Social support and problem-solving skills training may be useful components to lessen depressive symptoms in these younger, rural caregivers.

Building Process of Interdisciplinary Research Team for Comprehensive Social Problem Solving

Building Process of Interdisciplinary Research Team for Comprehensive Social Problem Solving

Citizen Science for Convergence Research

본 연구는 현재 학제 간 융합연구가 추구하는 융합연구 문화의 확산과 융합연구의 활성화를 추구하기 위한 방법론의 하나로 과학연구 분야에서의 그 영향력을 주목 받고 있는 시민과학과의 연관성을 살펴보았다. 우선 시민과학의 정의와 다양한 사례들을 조사하였고 온라인 설문조사를 통해 일반 시민들이 시민과학 프로젝트에 참여하는 요인과 프로젝트 참여를 통해 기대하는 효과, 그리고 참여의사에 대해 조사하였다. 우선 각각의 요인이 시민과학에 참여함으로서 얻을 수 있는 효과에 대한 기대와 어떤 관계를 가지는가에 대해 살펴보았고 더불어 사회적 문제해결을 위한 학제적 접근방법(단일 학제/ 융합적 연구)을 조절효과로 하여 시민과학프로젝트에 참여의사와 어떤 연관성이 있는지에 대해 분석하였다. 분석결과, 일반 시민들은 과학에 대한 태도, 자료를 대하는 태도, 환경감수성이 시민과학 프로젝트에 관한 기대요인으로 작용하였고 조절효과에 있어서는 근소한 차이로 95% 신뢰수준에서 통계적으로 유의하지는 않았으나 시민들은 융합적인 방법보다는 단일 학제적 접근방법이 사회적 문제를 해결하는데 있어 더 유효할 것이라고 생각하는 것으로 나타났다. 이는 시민들이 현재 융합연구의 가치와 필요성에 대해서 낮은 인지도를 가지고 있는 것으로 볼 수 있으며 이는 복잡한 사회적 문제를 해결하는 대안으로서의 융합연구의 가치와 필요성에 대해 일반 대중에게 어필할 필요가 있는 것으로 보인다.This study examined the link between interdisciplinary convergence research and citizen science, which is being recognized for its influence in the field of scientific research, as a methodology to pursue the spread of convergence research culture and its revitalization. First, we investigated the definition of citizen science in multiple cases. Next, we conducted an online survey to examine the factors that can be related to citizen science projects as general education purposes, the anticipated impacts of participating in projects, and the willingness to participate. We studied how each factor relates to the expected impact of participating in citizen science and how the social problem recognition and approach to complex social problem solving (single disciplinary vs. interdisciplinary) are related to the participation intention in the citizen science project as a moderating effect. The analysis revealed that citizens considered the single disciplinary approach more effective in solving complex social problems than an interdisciplinary approach, although attitudes toward science, attitudes toward data, and environmental sensitivities served as expectation factors for citizen science projects and were not statistically significant to the 95% confidence level. This can be interpreted as the citizens’ agreement on social problems becoming growingly complex but lack of awareness about the value and necessity of convergence research at present, which suggests the need and direction for the appeal to the general public.

Social problem solving in adult patients with attention deficit hyperactivity disorder

Patients with Attention Deficit Hyperactivity Disorder (ADHD) experience interpersonal difficulties potentially linked to impaired social cognition. We aimed to investigate social problem solving strategies in adults with ADHD. Nineteen patients with ADHD and 20 healthy controls were assessed with a scenario-based battery gauging the ability to understand other people's mental states, to recognize interpersonal conflicts and to generate and identify optimal (i.e. both socially sensitive and practically effective) solutions to these conflicts. Furthermore, measures of socioemotional and executive functioning were administered. Patients and controls performed on a similar level with respect to theory of mind, the generation of the “best” solution to problematic social situations and the selection of the optimal solution out of alternatives. However, in a fluency task, patients generated fewer optimal solutions, while the number of only socially sensitive, only practically effective or irrelevant solutions was comparable in both groups. The overall ability to freely generate problem solutions was not linked to executive functioning or trait empathy, but better generation abilities were related to lower social interaction anxiety in the patients only. This suggests impaired generation fluency of optimal interpersonal conflict solutions in patients with ADHD which might contribute to higher levels of anxiety in social interactions.

Penguatan pendidikan karakter model social problem solving bagi siswa sekolah dasar

The purpose of community service activities to know how to strengthen the character education model for elementary school students of Muhammadiyah 11 Tanjung Lengkong Jakarta and its application. Research and Development (R D) used for the research method, there are consist of four step: (1) the preliminary step is the firs activity and collecting student information; (2) The planning stage of character education model for students as the development of initial product form; (3) Trial, evaluation and revision phases, and (4) Implementation step of character education. To measure the successful implementation of character education using the Delphi technique. Based on expert judgment, the strengthening of character education model of SD Muhammadiyah 11 Tanjung Lengkong Jakarta can be measured using the Social Problem Solving model. The result of the strengthening of character education model was found on the social skills enhancement of elementary school students of Muhammadiyah 11 Tanjung Lengkong with an average score of 3.75. Therefore the use of Model Social Problem Solving is worth using.

Analysis of The Application of Scientific Methods in Learning to Academic Success Skills

This study is aimed to analysis of the application of scientific methods in learning to academic success skills. Academic success skills are based on three broad research reviews that identify the critical skills needed for students to be academically and socially successful. These key skill sets include: (a) cognitive and meta-cognitive skills such as goal setting, monitoring progress, and memory skills; (b) social skills such as interpersonal, social problem solving, listening skills, and teamwork; and (c) self-management skills. In improving the skills of academic success many problems are faced. Problems can occur due to several factors including namely, concentration and memory. Scientific method which is intended to provide understanding to students in knowing, understanding various materials using a scientific approach, that information can come from anywhere, anytime, does not depend on unidirectional information. The study design was conducted on a quasi-experimental basis with 2 samples. One sample is applied scientific methods in learning that are designed along with learning tools that have been adjusted. The sample applied by the scientific method is an experimental class compared to the control class. Academic success skills are the dependent variable of the application used. The products implemented are very effective in improving the intended learning outcomes. The intended learning outcome is Academic Success Skills. This increase occurs because the design of objectives in the preparation of performance indicators is actually carried out by considering and formulating it in full. In this achievement also evidenced by a learning video that has shown every planned stage goes according to the learning device that has been prepared. In addition, improvements in each learning activity need to be constantly updated and adjusted to the characteristics of students' learning styles. Good learning management will trigger the results of good learning outcomes in accordance with planned objectives. It also proves that learning outcomes depend on the management of learning that has been prepared.

Providing on-line support to families of people with brain injury and challenging behaviour: A feasibility study

ABSTRACT Challenging behaviour following traumatic brain injury (TBI) is a major source of stress for families. Providing support can be limited by availability of clinicians and geographic location. A solution is to provide support on-line. This study aimed to evaluate the feasibility of an on-line treatment programme “Carer’s Way Ahead” that provides families and carers with psychoeducation about TBI and challenging behaviours, specific approaches to managing apathy, irritability/aggression, acting without thinking and social difficulties and also self-care for the family member. Each module was supplemented with detailed notes and summaries of the sessions. Six family carers, five caring for a person with TBI and one caring for a person with stroke, worked through the programme, providing feedback on wording, content, structure and useability. They also completed measures of family functioning, social problem solving, carer strain, mood and the nature and severity of challenging behaviours. In general, the families were positive about the programme with most finding it useful, practical and logically structured although not all believed it was helpful. There was little change in self-reported challenging behaviour, mood, carer strain and family function over the few months of the programme. Longer-term effects were not examined but this requires further research.

My way or your way? Perspective taking during social problem solving

The current study investigated contributors to social perspective taking during social problem solving in younger (M = 8.20, n = 111) and older (M = 12.05, n = 112) school-aged children. Results indicated a developmental progression in social perspective taking for different aspects of social problem solving. The findings suggest that social perspective taking is more difficult for some aspects of social problem solving than others. Moreover, syntactic language is important for social perspective taking during middle childhood. The results also highlight that flexibility in considering the self and other perspective is important for social problem solving.

Incumbent and non-incumbent salesperson consultation in the pre-decision stage of organizational purchasing

Given the complexity (e.g., digitization, customization, and scale) of modern business solutions, salespeople increasingly seek to influence the pre-planning stages of buyer decision making to increase effectiveness. During the early stage of organizational buying, salespeople can align their firm's capabilities and expertise by offering input on problem definition, before a solution is sought. However, surprisingly little is known about the role of salespeople in the period before a buying firm decides to officially address a problem and seek vendor solutions. Thus, our research focuses on the inclusion of both incumbent salespeople (strong ties to the buying organization) and non-incumbent salespeople (limited, or non-existent, ties to the buying organization) in pre-decision phase information sourcing of buyers. Drawing upon theory from social network and problem solving literatures, we develop a contingency model to illustrate pre-decision phase conditions based on problem framing, structure, and urgency that make incumbent or non-incumbent salespeople more likely to be sources of information. We test our hypotheses across a series of scenario-based experimental studies conducted with purchasing managers. Our findings suggest situations where incumbent and non-incumbent salespeople have a greater likelihood of being positioned to engage in pre-decision stage planning with customers.

Interconnections Among Perceived Stress, Social Problem Solving, and Gastrointestinal Symptom Severity

Maladaptive social problem-solving (SPS) plays a significant mediating role in the negative impact of stressful life events on wellbeing. With a basis in D’Zurilla and Nezu’s (Problem-solving therapies, 2nd ed., The Guilford Press, New York, pp. 211–245, 2001) relational/problem-solving model of stress and wellbeing, we examined interrelations amongst stress, SPS, and gastrointestinal (GI) symptoms and tested several mediational models: maladaptive forms of SPS as mediators of the relationship between stress and GI symptoms, and stress as a mediator of maladaptive forms of SPS and GI symptoms. Undergraduates (N = 345) completed the Perceived Stress Scale, the Social Problem-Solving Inventory-Revised, and the Birmingham IBS Symptom Questionnaire. Pearson correlation coefficients revealed that all measures were significantly related in the expected directions. Stress was a significant mediator in the models with maladaptive SPS dimensions as independent variables, but SPS did not mediate the stress/GI symptom relationship. Results demonstrate links amongst stress, SPS, and GI symptoms, and suggest that poorer SPS leads to higher levels of stress, which, in turn, increases GI symptom severity.

Social problem solving in social anxiety disorder

Successful social problem solving requires both an adaptive orientation toward the problem and the necessary skills to generate relevant and effective solutions. Surprisingly few studies have examined social problem solving in the context of social anxiety. We examined social problem solving in 38 participants with social anxiety disorder (SAD) in comparison to 30 healthy control (HC) participants with no history of anxiety problems. Participants rated their problem solving attitudes and abilities (i.e., problem orientation) and then generated solutions to hypothetical interpersonal problems from both their own perspective and that of an objective other. These solutions were coded for effectiveness and relevance, as well as the degree to which the solution was active versus passive. Participants with SAD exhibited a more negative problem orientation than HC participants. Furthermore, although SAD and HC participants demonstrated no overall differences in generating relevant and effective solutions to interpersonal problems, utilizing a personal perspective facilitated the generation of more active solutions for HC participants, but less active solutions for those with SAD. Findings illuminate new research directions regarding social problem solving in social anxiety, with potential implications for applied intervention.

The Role of Social Problem Solving, Criminal Attitude, and ADHD in Aggression Among Incarcerated Youth in Hong Kong.

It is not atypical for young offenders to use aggression to handle problems. This exploratory study examined the contribution of social problem-solving deficit, criminal attitude, and attention-deficit/hyperactivity disorder (ADHD) symptoms to aggression among incarcerated young offenders in Hong Kong. Correlational and regression analyses were conducted to identify factors that help to predict aggression. To control for the influence of ADHD symptoms, hierarchical regression analysis was conducted to reexamine the contribution of the identified factors. The results showed that negative problem orientation (NPO) and contemptuous attitudes toward the law, court, and police (LCP) helped to predict aggression at the current moment and 3 months later. After controlling for ADHD symptoms, only LCP but not NPO remained a significant predictor of both current and near-future aggression. This finding suggests that the contribution of criminal attitude to aggression tends to be independent of the effects of ADHD and social problem-solving deficit. We conclude by discussing the theoretical and practical implications of conceptualizing aggression and improving psychological services for young offenders.

Is Life Satisfaction an Antecedent to Coping Behaviors for Adolescents?

Adolescence is a critical developmental stage to develop coping behaviors. However, little is known about the longitudinal relations between coping behaviors and subjective well-being factors in adolescents. Situated within a positive psychology framework and supported by well-being theories, this study aims to investigate if life satisfaction is an antecedent to predict four specific types of coping behaviors (two approach coping: social support seeking and problem solving; and two avoidant coping: internalizing and externalizing coping behaviors) in early adolescents? A cross-lagged panel design was applied with three-wave data with six months apart between each wave. At the baseline, a total of 897 adolescents participated (52.1% female) in the study with 451 students in the 7th grade and 446 students in the 8th grade. The majority of the student body were European American (58.5%), followed by African American (29.4%) and a small percentage of other minority groups (2.9% Asian or Pacific Islander, 1.4% Hispanic, 1.1% Native American, and 6.3% other racial groups). Results showed that life satisfaction predicted all coping behaviors in the expected directions across at least one 6-month period between three waves. Reciprocal relations were found between life satisfaction and social support seeking and also between life satisfaction and internalizing coping behaviors from Time 1 to Time 2. Overall the results support that life satisfaction can be an antecedent to coping behaviors. Gender differences were further tested through multi-group comparison and the major findings include: (1) life satisfaction predicted all coping behaviors for females but only two approach coping behaviors for males from Time 1 to Time 2; (2) life satisfaction predicted two coping behaviors (social support seeking, externalizing coping behaviors) across Time 2 and Time 3 for females only. Taken together, life satisfaction appeared to be a more robust predictor of coping behaviors in female adolescents. Research implications are discussed.

Computerized social-emotional assessment measures for early childhood settings

Social-emotional competence (SEC) is increasingly acknowledged by parents, educators, and lawmakers as central to school success. Given the tremendous SEC gains made by preschoolers, early childhood educators need access to sensitive assessment tools that enable them to monitor and tailor instruction to individual children’s needs. Computerized direct assessment tools have several advantages to meet these needs, including inherent interest to children and ease of use for teachers. Thus, we evaluated the psychometric adequacy of computerized assessment tools measuring two key aspects of preschoolers’ SEC: emotion knowledge and social problem solving. Participants included 450 preschoolers from three regions. We used two versions each of two measures widely used in research: The Affect Knowledge Test, Shortened (AKT-S) and Challenging Situations Task (CST). Both were administered via in-person and computerized modes, in counterbalanced orders. For each computerized administration, observers rated children’s computer competence and interest in the assessment process. Analyses examined internal consistency reliability of the computerized measures. Interrelations and mean differences between computerized and in-person modes for each measure were used to demonstrate concurrent validity of the computerized measures. Because of the importance of SEC for early school success, associations of the computerized measures with aggregate teacher ratings of social-emotional behavior and learning behaviors/attitudes were used as indicators of predictive validity. Findings showed that the computerized AKT-S and CST appear reliable. Further, for concurrent validity, both are related to, and do not differ from, the in-person mode. Predictive validity relations were stronger for the AKT-S than the CST, therefore validity of the CST should be probed further. Discussion centers on advantages of using these computerized measures, and how teachers could be supported to use them.

Effects of solution-focused brief therapy in clinical nurses

Objective To explore the effect of solution-focused brief therapy (SFBT) method on the psychological resilience of clinical nurses. Methods By convenience sampling, 80 nurses from internal medicine department in a ClassⅢ hospital in Shanghai who volunteered to participate in the research were enrolled in the study and divided into control group (n=40) and intervention group (n=40) according to random number table. Routine professional training was adopted in the control group. The SFBT techniques was adopted in the intervention group, group psychological training was carried out once a week for four weeks. The Connor-Davidson Resilience Scale (CD-RISC) , Chinese Version of the Social Problem-Solving Inventory (C-SPSI) , Simplified Coping Style Questionnaire (SCSQ) were used before the first intervention, the last intervention, and one month after intervention in the assessment. Results After intervention, the total scores of CD-RISC and each dimensions, C-SPSI and each dimensions, and coping tendency in SCSQ in the intervention group were higher than those in the control group with statistical significance (P<0.05) . The total scores of CD-RISC of nurses in the two groups were influenced by time and grouping, the interactive effect was significant (P<0.05) . The total scores of CD-RISC and dimensions of nurses in intervention group were higher than those before intervention, and the difference was statistically significant (P<0.05) . Conclusions SFBT group psychological training for clinical nurses can significantly improve the level of psychological resilience of nurses, and has the same effect on nurses' problem-solving ability and positive coping and is worth popularizing. Key words: Nurses; Psychological resilience; Coping style; Solution-focused brief therapy; Problem-solving

Using Self-Questioning To Engage Students' Problem-Solving Skills For Academic, Social, And Emotional Challenges

Location: JC Room E Given the cultural, social, and emotional challenges that international students face as they adapt to the American academic context (de Araujo, 2011), instructors often wonder how to collaborate with other specialized university professionals to support these students. Within their own classrooms, instructors struggle to find appropriate ways of addressing the academic, social, and emotional issues their students’ are facing. One of the ways instructors can help to address the academic, social, and emotional challenges faced by international (and other) learners is by using self-questioning to engage students’ problem-solving skills and responsible decision-making (Elias, 2004). This presentation applies self-questioning through a six-step problem solving process that was developed by Rick Cohen, an assistant superintendent in New Jersey’s public schools. Cohen’s process draws on work by Elias (2004) who has studied social emotional learning for decades. Elias (2004) states that the teaching of social decision making and social problem solving is inherently linked with academic readiness and critical thinking. After a brief overview of the problem-solving process and suggestions for presenting it to students, we will introduce sample question sets for social problem solving, reading comprehension, group decision making, and the research process. We will then model one of our question sets for attendees, before leading them through an activity that will ask them to imagine they are students using the questions to solve a problem. We will also invite the audience to consider other ways that they may present the question sets throughout the semester, both with the whole class and one-on-one, to help their students internalize the questions as a framework for solving any problem using background knowledge, critical thinking, and self talk. Although the focus is on instructors, we think the same process and question sets can also be applied by other departments and units on campus, thus creating a unified programmatic approach for engaging and supporting students as they work through any problem: academic, social, or emotional.

Peran Regulasi Emosi dan Perhatian Orang Tua pada Social Problem-Solving Remaja yang Bersekolah Asrama

THE ROLE OF EMOTION REGULATION AND PARENTAL ATTENTION ON SOCIAL PROBLEM-SOLVING OF BOARDING SCHOOL'S ADOLESCENT. This study aimed to know the correlation of emotion regulation and parental attention to social problem solving of boarding school adolescents. The research subjects were 65 students of SMAN CMBBS who were selected by simple random sampling method. The instruments used are social problem-solving scale, emotion regulation scale, and parental attention scale. Data were analyzed by multiple regression analysis. The results showed that there was a significant correlation between emotion regulation and parental attention with social problem solving for SMAN CMBBS adolescents, with p = 0.00 (R = 0.699). Partial correlation test proves that there is a significant correlation between emotional regulation and social problem solving for SMAN CMBBS adolescents (p = 0.00; rx1y = 0.549). Partial correlation also proves that there is a significant relationship of parental attention to social problem solving for adolescent CMBBS (p = 0.032; rx2y = 0.268). This study concludes that there is a significant correlation between emotion regulation and parental attention to social problem solving of SMAN CMBBS adolescents.

TEACHER’S COPING STYLE STRATEGY WITH MISBEHAVING STUDENTS

The study aimed at: a) finding out kinds of students’ misbehavior and b) describing the English teachers’ strategies in handling students’ misbehavior.The participants of this research were four English teachers who taught in Grade 5 at DS, a bilingual school in Denpasar, in school year 2017/2018. This study was a descriptive qualitative study. There were three instruments used to collect the data namely observation sheet, interview guide and questionnaire. The data were analyzed by using interactive data analysis model including four steps namely data collection, data reduction, data display and drawing conclusion and verification. The findings revealed that: a) there were 10 different kinds of students misbehaviors at school namely inattention, needless talk, moving about the room, annoying others, disruption, lying, stealing, sexual harassment, aggression and fighting and also defiance of authority; b) The teachers used 6 different coping styles strategies in handling misbehaving students such as hinting, reward and recognition, punishment, aggression, social problem solving and relaxation. The results of this study were expected to be beneficial in giving additional knowledge for the English teachers of primary school in managing their classroom especially in a context of bilingual school system.

Employment Generation and Poverty Alleviation in Nigeria: The Role of Social Entrepreneurship

Social entrepreneurship has been acknowledged by scholars as a veritable tool to accelerate the decline in unemployment and poverty. However, the contribution of social entrepreneurship to sustainable economic development in Nigeria has not been felt. This study, therefore, sought to examine the influence of social entrepreneurship on employment generation and poverty alleviation in Nigeria with specific reference to Nigeria Association of Social Workers, Federal Capital Tertiary (FCT) Abuja Chapter. A descriptive survey was employed for the study. Purposive sampling technique was used to select 150 members of the Nigeria Association of Social Workers, Federal Capital Tertiary (FCT) Abuja Chapter. Data were sourced through a structured closed- ended questionnaire designed by the researcher for the study with the aid of personal interview. Data were analysed with the aid of mean, standard deviation, Pearson correlation, and Linear regression. The results revealed that social entrepreneurship measured by social problem solving, social value, social responsibility and human teamwork has a significant relationship with employment generation and poverty alleviation. The study, therefore, concluded that social entrepreneurship is a driving force of social and environmental goals that have an impact on sustainable economic development. Subsequently, the study recommended that government at all levels, private organizations and non- government organizations should embrace the concept of social entrepreneurship and address the issues such as insecurity, acute unemployment, and abject poverty ravaging our society. More also, the concept of social entrepreneurship should be included as a separate branch of management courses in all tertiary institutions of learning.